Abstract
![CDATA[As blended learning grows in popularity in both the corporate and academic world, an increasing number of tertiary institutions are providing more such opportunities in an increasingly diverse cross-cultural space. The reason for this transition is two-fold: to improve student learning experiences, and to respond to the growing economic pressures on the sector. In order for students to learn in a blended environment it is imperative that the appropriate ingredients are blended in such a way as to satisfy the needs of these international participants. Since technology in itself is insufficient to meet this need, consideration must be given to the effect of culture on the various components of blended unit delivery. This paper reports on a research study of an accounting subject presented to two cohorts of engineers, one in Australia and one in Hong Kong. In terms of delivery of a blended subject in a cross-cultural context, it is proposed that one of the most important ingredients is the amount of face-to-face contact time to which students are exposed, with Chinese students performing significantly better as this is increased. Cultural differences also presented implications for assessment with students achieving better results when they worked in smaller groups, contrary to their stated choices.]]
Original language | English |
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Title of host publication | 11th World Congress of Accounting Educators and Researchers, Singapore, 4-6 November 2010 |
Publisher | International Association for Accounting Education and Research |
Number of pages | 24 |
Publication status | Published - 2010 |
Event | World Congress of Accounting Educators and Researchers - Duration: 4 Nov 2010 → … |
Conference
Conference | World Congress of Accounting Educators and Researchers |
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Period | 4/11/10 → … |